Cued recall

Abstract: The theory of the archetypes and the hypothesis of the collective unconscious are two of the central characteristics of analytical psychology. These provoke, however, varying reactions among academic psychologists. Empirical studies which test these hypotheses are rare. Rosen, Smith, Huston and Gonzales proposed a cognitive psychological experimental paradigm to investigate the nature of archetypes and the collective unconscious as archetypal (evolutionary) memory. In this article we report the results of a cross-cultural replication of Rosen et al. conducted in the German-speaking part of Switzerland. In short, this experiment corroborated previous findings by Rosen et al., based on English speakers, and demonstrated a recall advantage for archetypal symbol meaning pairs vs. other symbol/meaning pairings. The fact that the same pattern of results was observed across two different cultures and languages makes it less likely that they are attributable to a specific cultural or linguistic context.

Two experiments examined the effects of increasing the noticeabili ty of instruction manual warnings on subsequent comprehension and memory performance. Participants read one of four instruction manuals for a gas-powered electric generator (Experiment I) or a natural-gas oven (Experiment 2} on the assumption that they would later operate the equipment. The appearance or eight different warning messages in the manuals was altered in two ways: (I) the verbal messages were printed either in conspicuous print (larger text with color highlighting) or in plain print (same as the other text), and (2) either the verbal warning messages were accompanied by compatible pictorial icons or the icons were absent. Results showed that participants who received the conspicuous print, icons present man· ual better comprehended and recalled the verbal warning messages (Experiments I and 2) and better identified the semantic meaning of the icons (Experiment I) than did participants who received the other three manuals. Implications for the design or instruction manual warnings are discussed.

The study focuses on theintegrated approach to teaching-learning process. The study employs music in the teaching of Pakistan Studies to Ordinary Level students enrolled for Cambridge International Examinations. The experimental study was comprised of 30 participants, 18 boys and 12 girls (N= 15.5 years) who watched a slideshow comprised of 20 historic figures with a background soundtrack, followed by a written quiz and questionnaires respectively. Findings of the statistical analysis revealed a positive Pearson Product Moment Correlation: r=0.852; p< 0.01. However, no statistically significant differences were found on t-test with regards to the gender of the participants. Further studies in this field, can assist children,especially with memory lapses, to achieve better academic performance.

Memory process effected peoples’ getting brain information for over time. The aim of the current study investigate to effects of divided attention on the memory. It was hypothesized that Full attention condition will be highest than all condition. This study attended sample of 37 (15 males and 22 females) who were randomly selected. Participant ethnicities are North Cypriot, Turkish, and Other countries. Participant were choosed 18-30 between years. Student researcher gave Informed consent and demographic questionnaire for participant. There are four list for this experiment and included demographic questionnaire, word list, distractor task and reaction time task. In this experiment shows full attention better than divided attention on the people. In conclusion when researcher search past research, same findings shows this study.

As an example of exploring human memory cue use in an ecologically valid context, we present ongoing work to examine the “memory cue hypothesis” in collaborative tagging. In collaborative tagging systems, which allow users to assign freeform textual labels to digital resources, it is generally assumed that tags function as memory cues that facilitate future retrieval of the resources to which they are assigned. There is, however, little emprirical evidence demonstrating that this is in fact the case. Employing large-scale music listening and tagging data from the social music website Last.fm as a case study, we present a set of time series and information theoretic analytic methods we are using to explore how patterns of content tagging and interaction support or refute the hypothesis that tags function as retreival cues. Early results are, on average, consistent with the hypothesis. There is an immediate practical application of this work to those working with collaborative tagging systems (are user motivations what we think they are?), but our work also comprises contributions of interest to the cognitive science community: First, we are expanding our understanding of how people generate and use memory cues “in the wild”. Second, we are enriching the “toolbox” available to cognitive scientists for studying cognition using large-scale, ecologically valid data that is latent in the logged activity of web users.

The study focuses on theintegrated approach to teaching-learning process. The study employs music in the teaching of Pakistan Studies to Ordinary Level students enrolled for Cambridge International Examinations. The experimental study was comprised of 30 participants, 18 boys and 12 girls (N= 15.5 years) who watched a slideshow comprised of 20 historic figures with a background soundtrack, followed by a written quiz and questionnaires respectively. Findings of the statistical analysis revealed a positive Pearson Product Moment Correlation: r=0.852; p&lt; 0.01. However, no statistically significant differences were found on t-test with regards to the gender of the participants. Further studies in this field, can assist children,especially with memory lapses, to achieve better academic performance.

Presence, the psychological experience of “being there,” is an important construct to consider when investigating the impact of mediated experiences on cognition. Though several studies have investigated the influence of presence on the memory of virtual environments (i.e. recalling virtual objects), few have tested how presence impacts memory on subsequent tasks in the physical world. Thirty-three male and female college students were exposed to a pro-environmental message in an immersive virtual environment. After the virtual reality treatment, they completed a memory task in the physical world regarding pro-environmental principles. Results showed a significant negative association between levels of reported presence in the virtual world and the number of correct water conservation examples remembered in the physical world. These findings suggest that media technology that induces presence can influence an individual’s ability to remember information in the physical world. Possib...

In four experiments, we explored conditions under which learning due to retrieval practice (i.e., testing) transfers to the case in which the cue and response words are rearranged (e.g., a training test on gift, rose, ?, wherein the target is wine, and a final test on gift, ?, wine, wherein the answer is rose). In both Experiment 1 and a supplementary experiment, we observed divergent results for pairs and triplets: Relative to a restudy control condition, strong transfer was observed for pairs, but none for triplets. In Experiments 2 and 3, the theoretical basis of the specificity of learning for triplets was explored. The results rule out the possibilities that transfer is wholly absent for triplets and that transfer occurs only for the case of exact cue–response reversal on the final test. Rather, it appears that, for both pairs and triplets, transfer will occur unless both of the following conditions hold: (1) two or more independent cues are presented on the training test, and (2) the correct responses on the training and final tests are different. We show that the majority of the results can be explained by combining the dual-memory theory of the testing effect with an inclusive-OR representation that forms when two or more cues are presented on the training test. Follow-up analyses that were conditionalized on training test accuracy suggest that specificity of learning is greater on a correct than on an incorrect training test trial, although selection confounds and contradictory experimental results preclude a strong conclusion.

Nonverbal symbols such as pictorials are increasingly being recommended and used to convey warnings and other safety-related infonnation. Although fully redundant text and pictorial messages often facilitate performance, it is unknown what may result when textual instructions are accompanied by an incomplete set of pictorials, in which each and every textual item is not supplemented by an accompanying pictorial. To evaluate the practice of communicating information using various pictorial and text formats, fictitious yet realistic-appearing medication instruction sheets were created that presented eight dosing instructions in the following fonnats: Text alone , pictorials alone, fully redundant text and pictorials, text with four instructions accompanied by pictorials (incomple te pictorials) , and no instructions (control). Following exposure to one of the instruction sheets, participants were given a free: recall test on the content of the medication information. Results demonstrated that insuuctions from the fully redundant text and pictorials format were recalled more often than instructions from the other formats. Also, the fully redundant text and pictorials format was given higher ratings than the other formats, whereas the pictorials alone and control fonnats received the lowest ratings. An age-related decline in recall was observed, with older adults recalling far less infonnation than undergraduates or younger adults.

The present research investigated the effect of supplemental voice and print messages on compliance to and recall of operator manual warnings. Two types of message were presented. Either the message gave specific warning instructions or directed users to a specific location in the operators manual where the instructions were printed. Results show that the supplemental voice and print messages increased compliance behavior compared to a group exposed only to the manual. The voice message produced the greatest recall compared to print or no supplement. There was no effect of the warning vs. directive manipulation. The results have implications for the delivery of warning instructions in operator manuals, and support the use of supplemental voice and print messages to communicate warning information.

This study examined the role of aging in the recall and recognition of autobiographical memories. Young and older adults submitted personal events during a period of three months to an Internet diary. After this period, they performed a cued-recall test based on what, who, and where retrieval cues. Three months later, participants completed a recognition test in which the descriptions of half the entries were altered. The results indicated no age differences on the cued-recall task, but several age differences on the recognition task. Older adults were more susceptible to accept altered entries as authentic, particularly when these changes had been subtle. However, despite their lower performance, older adults were more confident with the accuracy of their decisions. The results suggest that different mechanisms underlie the recall and recognition of autobiographical memories and that only tasks that subtly tap into source monitoring abilities are affected by cognitive aging processes.

Early verbal-memory researchers assumed participants represent memory of a pairs of unrelated items with two independent, separately modifiable, directional associations. However, memory for pairs of unrelated words (A–B) exhibits associative symmetry: a near-perfect correlation between accuracy on forward (A→?) and backward (?←B) cued recall. This was viewed arguing against the independent-associations hypothesis, and in favor of the hypothesis that associations are remembered as holistic units. Here we test the Holistic Representation hypothesis further by examining cued recall of compound words. If we suppose pre-existing words are more unitized than novel associations, the Holistic Representation hypothesis predicts compound words (e.g., ROSE BUD) will have a higher forward–backward correlation than novel compounds (e.g., BRIEF TAX). We report the opposite finding: compound words, as well as non-compound words, exhibited less associative symmetry than novel compounds. This challenges the Holistic Representation account of associative symmetry. Moreover, pre-experimental associates (positional family size) influenced associative symmetry— but asymmetrically: increasing family size of the last constituent increasing decoupled forward and backward recall, but family size of the first constituent had no such effect. In short, highly practised, meaningful associations exhibit associative asymmetry, suggesting associative symmetry is not diagnostic of holistic representations, but rather, is a characteristic of ad-hoc associations. With additional learning, symmetric associations may be replaced by directional, independently modifiable associations as verbal associations become embedded within a rich knowledge structure.

After studying a stimulus (e.g., a word triplet such as gift, rose, wine), taking a cued recall test on that stimulus (e.g., gift, rose, ?) improves later recall of the retrieved term (e.g., wine) relative to a restudy control. That testing effect, however, is specific to the tested term: later recall of a previously untested term from the same stimulus (e.g., gift or rose) is not enhanced. In the present research, two possibilities for that highly specific learning were investigated: (a) learning through cued recall is always highly specific to the tested term, or, alternatively, (b) learning specificity is unique to the case of retrieving a term from an episodic memory of a study event. We addressed those possibilities by using the pretesting paradigm, in which there is no study opportunity prior to cued recall testing, and hence retrieval occurs through semantic memory. The results of two experiments supported the latter hypothesis. Thus, it is not the recall attempt per se that produces highly specific learning, but rather the attempt to recall the response by accessing an episodic memory of a particular study event. Theoretical and practical implications for learning through cued recall are discussed.

Traditionally, symbol comprehension is tested using open-ended, written responses. However, responses are often so brief that they may fail to indicate a participant's true understanding of some symbols. In the present study, several test methods were compared to the standard written method to determine if they produce better symbol comprehension performance. The four alternative methods included: written test with probe questioning after all responses were provided, oral test without probe questioning, oral test with probe questioning after responses for all symbols were provided, and oral test with probe questioning after each partially correct or incorrect response. The probe or follow-up questioning technique is taken from the cognitive interview procedure used in eyewitness identification research to elicit more detailed responses. Participants reported their interpretations of 31 safety symbols in one of the 5 test method conditions. Results showed that the test methods that included follow-up questioning elicited more information from participants, and increased comprehension rates in both oral and written test formats. The results have implications for cost-effective symbol design and evaluation.

Research has shown that explicitly worded warnings are judged to be more effective than similar warnings lacking explicitness. One possible way of increasing warning explicitness is to include injury outcome statistics in the warning statement. The heuristic processing model of persuasion would postulate that the impact of persuasive messages, like warnings, is influenced by heuristic cues such as the number and length of arguments and the presence of statistics. This research investigated the effect of embedding injury outcome statistics in the safety instructions for electric power tools. Warning statement recall and various rating judgments were measured. Results showed that the presence of statistics led to greater recall and higher ratings of warning importance, vividness, and explicitness. Implications for the design of consumer product warnings are discussed.

Pre-existing semantic associations of words influence performance in various episodic tasks (Nelson, Dyrdal, & Good-mon, 2005). The free association task indexes strong associative relations among words. In turn, this makes it possible to map associative structure of the words in semantic memory. Although Tekcan and Goz (2005) collected free association norms of Turkish words in an earlier study, the reliability and validity of their findings have not been empirically tested with a specific study. The goal of the present study was to determine the reliability and validity of the existing free association norms. In Study 1, 100 words were randomly selected from the existing normative database and were normed again by using the standard free association method as well as an online version of the same task in order to assess the reliability. The obtained findings were compared in regard to associative strength, associative set size, and heterogeneity values. The results indicated that the existing norms have high reliability. Study 2 assessed the predictive validity of the existing norms in an extra-list cued recall experiment. The cue-to-target strength and cue set size were manipulated in order to examine their effects on correct recall. In line with the previous findings, high cue-to-target strength led to higher recall rates compared to low cue-to-target strength; however, the effects of cue set size were not in the expected direction. The present findings imply that the existing free association norms have high reliability and validity overall, but there is a crucial need to overcome the shortcomings of the Turkish free association norms by norming additional words.

To investigate the effects of eye closure and modality on subsequent cued recall, 179 undergraduates of the HELP Psychology Programme will be recruited. Participants age and gender are not factors, nevertheless participants will be assumed to have no major visual or auditory impairments. Participants will be asked to watch a video clip of three minutes depicting a crime scene before engaging in a distracter task. Participants will then be assigned to one of the two eye conditions and will  be required to answer 16 questions pertaining to both features. All answers will be noted as either correct, closely related or incorrect. It is hypothesized that eye closure engagement presents more accurate recall of visual features.